Models of Teaching Models of Teaching p p

Models of Teaching

Models of Teaching p p p What is a model of teaching? Learning to Teach, Richard I. Arends - a broad, overall approach to instruction - theoretical basis - recommended teaching behaviors and classroom structures Each model has 3 components: 1. Instructional goals (type of student outcomes) 2. Syntax (flow of instructional activities) 3. Learning environment (context including student motivation and management)

Categorizing Models of Teaching p p p p p Advance Organizer Model Concept Attainment Model Concept Development Model Classroom Discussion Model Exploration of Feelings and Resolution of Conflict Model Group Investigation model Role Playing Model Cooperative Learning Models Direct Instruction Model p Divide into “Teacher. Centered Models” and “Student-Centered Models” Teacher. Centered Student. Centered

Teacher Centered Models Presenting & Explaining p Direct Instruction p Concept Teaching p

Student Centered Models Cooperative Learning p Problem-based Learning p Classroom Discussion p

For each model, consider… p To what types of learning outcomes is the model best suited? p What essential skills and/or knowledge in your subject area might be best achieved through the use of this model?

Presenting and Explaining p To what types of learning outcomes is the model best suited? What essential skills and/or knowledge in your subject area might be best achieved through the use of the presentation model? Presentation Model Acquire and Assimilate new information Expand Conceptual Structures Develop habits of listening and thinking

Presentation Model Tips p p Advanced Organizer Samples Presentation Skills Clarity Examples Rule-example-rule techniques Signposts & transitions Enthusiasm Strategies to Check for Understanding Adapt by using visuals, varying cues & examples

Direct Instruction Model p To what types of Direct Instruction learning outcomes is Model the model best suited? What essential skills and/or knowledge in your subject area might be best achieved through the use of the direct instruction model? Mastery of well-structured knowledge Skill Mastery

Direct Instruction Model Tips p Task Analysis as planning step 1. Skill 2. Divide into subskills 3. Order subskills 4. Strategies to teach subskills and relationships p Conducting demonstrations Must observe correct behavior. Practice it to get it right! Feedback Guidelines p Independent Practice Guidelines p Adapt by varying structure, demonstrations, interactions, type of feedback, use of practice p

Concept Teaching Model p To what types of learning outcomes is the model best suited? Concept Teaching Model Specific concepts What essential skills and/or knowledge in your subject area might be best achieved through the use of the concept teaching model? Nature of concpets Logical reasoning and Higher-level thinking Communication

Concept Teaching Model Tips p Concepts can be categorized Conjunctive: constant rule structure Disjunctive: alternative set of attributes Relational: rule structure depends on relationships p Planning is crucial First 3 Steps. Learned through examples & non-examples. Influenced by social context p p Direct presentation (rule to example) vs. Concept attainment (example to rule) Adapt by considering culture/world view, varying examples, using visuals & graphic organizers

Cooperative Learning Model p To what types of learning outcomes is the model best suited? Cooperative Learning Model What essential skills and/or knowledge in your subject area might be best achieved through the use of the cooperative learning model? Academic Achievement Tolerance & Acceptance Of Diversity Social Skills

Cooperative Learning Model Tips p p Create the appropriate environment Use roles during group work Task-oriented roles: Taskmaster, Material Monitor, Coach, Recorder Process-oriented roles: Gatekeeper, Encourager, Checker, Reflector Product-oriented roles: Vary p Plan for transitions 1. 2. 3. p Provide step-by-step, written directions State directions clearly and ask students to paraphrase Identify and monitor use of space Adapt by provide additional resources & assistance when needed, help students understand each other

Problem-Based Learning p To what types of learning outcomes is the model best suited? What essential skills and/or knowledge in your subject area might be best achieved through the use of the problem-based learning model? Problem-Based Learning Model Inquiry & Problem-solving skills Skills for Independent learning Adult role behaviors & social skills

Problem-Based Learning Model Tips p p p Planning is key for smooth transitions through phases & achievement of desired results Be prepared for different finishing rates Monitor and manage work 1. clear requirements for work 2. provide feedback on work in progress 3. keep detailed records p Regulate movement and behavior in various work settings (i. e. library, computer lab)

Classroom Discussion Model p To what types of learning outcomes is the model best suited? Classroom Discussion Model What essential skills and/or knowledge in your subject area might be best achieved through the use of the classroom discussion model? Conceptual Understanding Involvement & Engagement Communication skills & Thinking processes

Classroom Discussion Model Tips p Plan a questioning strategy and avoid some types of questions Dead-end, Chameleon, Fuzzy, Put-down, Programmedanswer p Determine appropriate seating pattern U-shaped, Circle, etc. p p During the discussion…(see handout) To adapt: recognize and adapt to different discourse patterns, monitor your own patterns, help each student participate successfully